Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Salvador Mayoral, California State University, Fullerton; Antoinette Sherrise Linton, California State University, Fullerton; Hassan Yousefi, California State University, Fullerton; Jidong Huang, California State University, Fullerton

Tagged Divisions

Mathematics

Canvas platform. The course intervention modules arecurrently implemented in a section of Calculus I. Based on the mid-term process, more than halfof the students (56%) felt they were properly prepared for the course and (20%) felt that they couldearn an A or B. More students also felt confident that they could conduct an engineering designproject (36%). Many of the students (68%) indicated they liked traditional assignments likelectures, quizzes, and homework embedded in the course. Only a small number of students (8%)indicated the intervention was helpful towards learning calculus. This indicates that many studentsprefer the traditional way of learning calculus and feel confident that they are prepared to engagein these activities.Benefits of

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

MRME A detectable MRME for Woman+ students with Woman+ instructors occurred for sevenof the items on the survey, including one describing instructional practices, three for thehelpfulness of instructional practices, two for the perceived equity of instruction, and STEMmajor (Table 2). That is, the gender MRME was found to significantly contribute to the model ofresponse outcomes for these seven items. B SE Wald z OR [95%CI] Instructional practices PIPS_ShareIdeas 0.15 0.07 2.16* 1.16 [1.01, 1.33] Helpfulness of instructional practices Helpful_Feedback 0.19 0.09

Conference Session

Mathematics in Transition

Collection

2006 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

measure equal to zerowhile the measure of the set of transcendental numbers is one. Transcendental numbers are notrare. The transcendental numbers are not observed in common use because it is impossible towrite them exactly. Like π and e, they must be approximated with rational numbers.Properties of numbersIn textbooks, the properties of numbers are described in the laws. The properties of numbersinvolving the operations of addition, multiplication and powers and the inverses of theseoperations are called the algebraic properties. The properties of numbers concerning therelations >, ≥, b and b > c, then a > c Distance d( x , x ) = 0 if x ≠ y then d( x , y ) > 0

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sarah Maor, Technion-Israel Institute of Technology; Igor Verner, Technion-Israel Institute of Technology

Tagged Divisions

Mathematics

Learning activities1. Tessellations A. Mathematical Understanding harmonic Seminar presentations on golden (16 hours) concepts of dimensions and their use in section, Fibonacci sequence, tessellations design art, music, and architecture logarithmic spiral, and applications. B. Practice in solving Acquiring basic skills in Drawing logarithmic spirals and mathematical analysis of proportions, tessellation fragments, analyzing problems related to symmetry, and drawing basic geometrical figures and their tessellations tessellations

Conference Session

The Use of Computers in Teaching Mathematics

Collection

2008 Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Seung Youn Chyung, Boise State University; Joanna Guild, Boise State University; William Clement, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

Mathematics

Page 13.550.9The third null hypothesis was: There are no strong relationships between students’ self-regulativebehaviors (the total time spent and the level of Math skills mastered while using ALEKS) and thedegree of improved knowledge in Precalculus. To test the hypothesis, we analyzed the total time(measured in hours) students spent with ALEKS and the level of Math skills they mastered inALEKS obtained from the experimental group (section 1 and section 2). See Table 6.Table 6. Descriptive Statistics for Total Time Spent and Mastery Level Achieved in ALEKS. Total Time Spent b Math Skills MasteredSection 1 M 115.69 88.07(N = 41)a

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Hazal Ceyhan, Ankara University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

points of f(x).c) Intervals where f (x) is increasing and decreasing.d) Intervals where f (x) is convex and concave.e) Please draw the graph of f ( x ) = x x +1 by using the information you have in parts (a), (b), (c), and (d) if they are applicable.The written responses of the participants to this research question indicated misconceptions of first derivative,second derivative and limit knowledge. Students encountered difficulty in determining the intervals of increaseand decrease, determining the horizontal asymptote of the function, and sketching the horizontal asymptote onthe graph. The first derivative knowledge observed to be

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amie Baisley, Utah State University; V. Dean Adams, Utah State University

Tagged Divisions

First-Year Programs, Mathematics

Calculus I for (a) all students N=3927, (b) graduated students N=1373, and (c) retakers N=605 Table 3: Student majors following Calculus I course All Graduated Students who College students students retook Calculus I Engineering (EN Grad/Reg) 2006 888 290 Non-registered Engineering (Non-Reg EN) 988 - 146 Agriculture (AG) 125 64 29 Arts (AR) 16 7

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

student should memorize before he is prepared forcalculus? Mathematics course names do not illuminate the course contents.Consider the two statements which some may consider as saying the same thing: A. At a maximum of a differentiable function, the derivative is zero. B. At a peak of a smooth curve on a coordinate system, the tangent line is horizontal.Statement A can be found in every calculus text. Its understanding relies on the definition of theword function and delta-epsilon arguments required in the definitions of the words differentiableand derivative. Students may not see statement B in a calculus text. A student who interprets theword, function as a curve, and who interprets the word, differentiable, as continuous

Conference Session

Mathematics Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zohra Manseur, Oswego State University College

Tagged Divisions

Mathematics

betterunderstanding of the mathematical relationship between physical quantities as well as thederivation and verification of the validity of physics equations.Physical Units in CalculusMany engineering processes are modeled as differential equations relating inputs to outputs in asystem. Common examples include, in mechanics, the mass-spring modeling equationdescribing the motion of the mass in response to an input stimulus that excites the spring, and inelectric circuits, the series or parallel resistor, inductor, capacitor circuit. The equation is of theform: d 2 y(t ) dy(t ) a 2 b  cy(t )  x(t

Conference Session

Using Applications and Projects in Teaching Mathematics

Collection

2012 ASEE Annual Conference & Exposition

Authors

David I. Spang, Burlington County College; Kathleen Spang, Middlesex Boro High School

Tagged Divisions

Mathematics

College andMiddlesex Borough High School, both for providing a rich and innovative environment, with astrong focus on student outcomes and success.Bibliography1) http://www.nsf.gov/statistics/seind/2) http://www.bls.gov/oco3) J. Sinn, S. Walthour, and D. Haren, “Technology-Based Math and Science Applications”. The TechnologyTeacher, October 1995, p. 16-24.4) http://www.mos.org/eie/5) http://www.mos.org/educators/classroom_resources/curricula_and_research&d=20206) http://www.awim.org/7) http://www.mos.org/etf/8) D. Perin and R. Hare, Community College Research Center, CCRC Brief, June 2010.9) K. Spang, “Teaching Algebra Ideas to Elementary School Children: Robert B. Davis’ Introduction to EarlyAlgebra”, Doctoral Thesis, Rutgers University

Conference Session

Changing the Classroom Environment in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, Tribeca Flashpoint Media Arts Academy; Sarah C. Baxter, University of South Carolina

Tagged Divisions

Mathematics

, Carmen M. Math Wars A Guide for Parents and Teachers, Rowen and Littlefield Education, 2005.[4] Pierce, C. E., Gassman, S.L., Huffman, J.T. “Environments for fostering effective critical thinking ingeotechnical engineering education (Geo-EFFECTs)” European Journal of Engineering Education, 3(3), 281–299,2013.[5] Wiggins, G. and McTighe, J. Understanding by Design 2nd Edition. Association for Supervision and CurriculumDevelopment.[6] Anderson, L.W., Krathwohl, D. R., Eds. A Taxonomy for Learning, Teaching, and Assessing: A Revision ofBloom’s Taxonomy of Educational Objectives, Longman, N.Y., 2001. [7] Caicedo, J.M., Pierce, C.E., Flora, J.R.V., Timmerman, B., Nichols, A.P., Graf, W. and Ray, “EngagingStudents in Critical Thinking: An

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

Mathematics

, since it can cause students tostruggle with how to interpret a question and how to properly format solutions. This past springsemester, MyMathLab was used to deliver and grade a daily in-class problem in EngineeringAnalysis I. Several benefits of this approach have been observed: (a) attendance data iscollected and stored with little effort by the professor; (b) using MyMathLab in-class problems Page 23.1330.2helps reinforce course learning concepts with immediate correctness feedback; (c) studentsreceive a structured environment to practice dealing with exam-like problems.Student response to the MyMathLab homework and in-class problem has been

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia

Tagged Divisions

Mathematics

able to: • Identify when an operation is closed (or which sets are not closed under an operation). An operation (*) is closed if given two elements a,b, of that set, the result of operating them, a*b, belongs to the set. Through given examples of certain sets in 𝑅𝑅 2 or in 𝑅𝑅 3 , in which the sum or the product for a scalar is not closed, it is sought that the student discover, among other things, why the bounded sets cannot be subspaces, and why zero has to be an element of every subspace. • Identify linearly independent sets (in 𝑅𝑅 2 and 𝑅𝑅 3 ), that is, those non-zero unitary sets of vectors, or those with two vectors that belong to non-parallel

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

John Gardner, Boise State University; Pat Pyke, Boise State University; Marcia Belcheir, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

Mathematics

, mentoring, outreach, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from Duke University and a master’s degree in journalism from the University of California at Berkeley.Marcia Belcheir, Boise State University Marcia J. Belcheir is the Associate Director of the Office of Institutional Analysis, Assessment and Reporting at Boise State University. She earned a Ph.D. in Educational Measurement and Evaluation from the University of Florida. Her research interests focus on college student retention with a particular emphasis on classroom experiences and their relationship to retention.Cheryl Schrader, Boise State University Cheryl B. Schrader is Dean of the College of

Conference Session

Techniques in Improving Mathematics Education in STEM Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan V. Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

Tagged Divisions

Mathematics

groups for Math 231,and 20 students in the study groups for Math 232. As a result, we will ignore the results for theCollege Algebra and Trigonometry courses.Figure 1 presents the comparison between the Fall 2010 average course grade for students inMath 105, 116, 117, and 231 for two sets of students: one set is comprised of students whoparticipated in the study groups, and the second set is the remainder of the students who receiveda grade in the course. The grades are on a standard 4.0-scale (A = 4.0, A-= 3.67, B+ = 3.33 …D- = 0.67, F = 0). As can be seen in Fig. 1, the students in the study groups, on average,received higher grades than the students in the courses who did not participate in study groups.There is further elaboration of the

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Günter Bischof, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Emilia Bratschitsch, Joanneum University of Applied Sciences, Department of Automotive; Annette Casey, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Domagoj Rubesa, Joanneum University of Applied Sciences, Department of Automotive Engineering,

Tagged Divisions

Mathematics

)      1 v(t 2 )   a1  2  v&(t 2 )  M M   a  = − m  M  (4)   2    1 v(t ) 2   v&(t )   M   M  r ror shorter A a = b .If in the course of the investigations only the aerodynamics of a vehicle is altered and therolling resistance remains essentially unaffected during each run, the coefficient a1 shouldremain unchanged for all aerodynamic configurations. This requirement can be implementedinto the

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University; Ruth Ellen Hanna, Louisiana Tech University

Tagged Divisions

Mathematics

(Assessment and LEarning inKnowledge Spaces)1 in an effort to provide a more effective mathematics tutoring program forour students. The goals were to 1) increase student retention and success in freshman andsophomore-level mathematics courses (such as calculus, which all engineering majors take), and2) increase the willingness of students to utilize the available tutorial services. Note that “studentsuccess” is defined as “making an “A”, “B” or “C” in the course” (since all engineering andscience majors are required to earn a grade of “C” or higher in all math courses which areprerequisites for other courses).ALEKS is a web-based system (versus software-based) that can be accessed from any computerwith web access and a java-enabled web browser. The

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Bill Blank, University of South Florida; Victor Hernandez-Gantes, University of South Florida; Maniphone Dickerson, University of South Florida

Tagged Divisions

Mathematics

just guesses on each question. a) What is the range of the random variable X, the number of questions the student answers correctly? b) Construct the probability mass function for the random variable X, the number of questions that the student answers correctly.Note that the question allows students to build upon material that they have already studied andmastered. Namely, the students build upon their knowledge of statistical independence, thecounting technique known as a combination, and the concept of a probability mass function. Allof these topics were covered prior to introducing this new topic. After dealing with this familiartype of question, the next question in the sequence becomes

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Jean Lapaix, Florida Atlantic University; Charles Perry Weinthal; Don Ploger, Florida Atlantic University; Malissa Augustin, Florida Atlantic University; Santiago Aguerrevere

Tagged Divisions

Mathematics

Paper ID #12520Precision Low-Cost Robotics for Math Education Work In ProgressDr. Ravi T. Shankar, Florida Atlantic University Ravi Shankar has a PhD in Electrical and Computer Engineering from the University of Wisconsin, Madi- son, WI, and an MBA from Florida Atlantic University, Boca Raton, FL. He is currently a senior professor with the Computer and Electrical Engineering and Computer Science department at Florida Atlantic Uni- versity. His current research interests are on K-12 education, engineering learning theories, and education data mining. He has been well funded by the high tech industry over the years. He

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Mathematics

) training on active learning andcollaborative methodologies in a two-day long workshop that would enable them to implement itin their classrooms. The two PD facilitators had extensive experience in active learning both inteaching engineering and mathematics courses for undergrads and in professional developmentfor university instructors. The objective of this workshop was three-fold: a) To gather data to know the instructors’ initial beliefs about teaching11. b) To introduce instructors to constructivism and active learning as a methodology that can be used in mathematics. That is, making participants aware that traditional teaching often does not foster learning and that a student-centered teaching strategy has a better chance

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, ITESM; Eliud Quintero, ITESM

Tagged Divisions

Mathematics

perspectives. Educational Studies in Mathematics, 68, 99-111.6. Moreno-Armella, L., & Hegedus, S. J. (2009). Co-action with digital technologies. ZDM, 41(4), 505–519. doi:10.1007/s11858-009-0200-x7. Moreno-Armella, L., & Sriraman, B. (2005). Structural stability and dynamic geometry: Some ideas on situated proofs. ZDM, 37(3), 130-139.8. Noss, R., & Hoyles, C. (2004). The technological presence: Shaping and shaped by learners. Plenary Paper 10th International Congress on Mathematical Education. Recovered in May, 29, 2009 from http://www.icme- organisers.dk/tsg15/Noss&Hoyles.pdf9. Salinas, P. y Alanís, J. A. (2009). Hacia un nuevo paradigma en la enseñanza del Cálculo. Revista Latinoamericana de Investigación en Matemática

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Franziska Dorothea Wehner, Technische Universität Darmstadt

Tagged Divisions

Mathematics

-existing knowledge and assumptions without ignoring the individualcontributions of the participants. First, main categories were created based on research andinterview questions. Among the main categories, there were three with relevance to thecurrent study as they referred to a) the way students used different learning resources, b) thefrequency with which students used these resources, and c) students’ satisfaction with theseresources. For all categories, subcategories covering different learning resources with onereferring specifically to video tutorials were created a priori. After this, all transcripts wereread and summarized by the author. Then, the initial coding frame was applied to threeinterviews and revised where needed. In the next

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Heublein, Kansas State University, Salina; Kenneth Barnard, Kansas State University, Salina

Tagged Divisions

Mathematics

ground distance, measured in feet, the plane has flown. Givethe answer to the nearest 0.01 ft. b) The actual distance, measured in feet, the plane has flown through the air.Give the answer to the nearest 0.01 ft. 7. An airplane travels a distance of 12,500 feet through the air at a uniform angle ofclimb and gaining 1450 feet in altitude. Determine each of the following: a) The angle, measured to the nearest second, of climb of the aircraft. Page 15.1373.12     b) The horizontal distance

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Virgil U. Pierce, University of Texas, Rio Grande Valley; Javier Angel Kypuros, University of Texas, Rio Grande Valley; Shirley J. Mills, University of Texas, Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

Mathematics

than 35%). While a goal is to be producing students with a higher than expected degree ofsuccess in Calculus 1, we are producing students whose success in Calculus 1 is comparable to © American Society for Engineering Education, 2016 2016 ASEE National Conferencethat of students who have placed into Calculus 1 via more traditional means (mainlycoursework).Table1:GradedistributionintheFall2014andFall2015Calculuscourses. A B C D DR/W F Total % ABC Fall 2014 Calculus 1 64 63 78 42 114 55 416 49% Summer Bridge Students 1

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

Paper ID #16176The Use of Classroom Case Studies in Preparing First-Year MathematicsGraduate Teaching AssistantsEliza Gallagher, Clemson University Although my mathematical research was in topological algebra, my first faculty position was a joint ap- pointment in Mathematics and Mathematics Education housed within the Mathematics Department at California State University, Chico. Currently the Coordinator of Undergraduate Studies for the Depart- ment of Mathematical Sciences at Clemson University, my research interests are in the field of STEM education, and particularly the development of a teacher identity among

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Mathematics

to better contextualize and integrate the core mathematicalconcepts. Lastly, the assessment plan will be modified so that the quizzes are more fair, throughadditional supervision, and transparent so that they can aid in their learning as opposed to strictlyacting as a summative assessment.Bibliography1. Kukreti, A., Klingbeil, N. , Mercer, R., Rattan, K., Raymer, M. , Reynolds, D., and Randolph, B., “A National Model for Engineering Mathematics Education,” Proceedings 2007 ASEE Annual Conference & Exposition, Honolulu, HI, June 2007.2. Schneider, L., “Integrating Engineering Applications into First-Year Calculus in Active, Collaborative, Problem-Solving Sections”, Presented at ASEE Engineering Teaching and Learning

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Rodríguez-Gallegos, Tecnologico de Monterrey (ITESM); Rafael Ernesto Bourguet-Diaz, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

engineering education.Dr. Rafael Ernesto Bourguet-Diaz, Tecnologico de Monterrey BSIE minor in electronics (1983), MSEE (1994), and PhD AI (2003). Assistant Professor at Tecnologico de Monterrey, Department of Industrial and Systems Engineering. Research interest on: (a) knowledge re-utilization in corporate using System Dynamics and Systems methodologies, and (b) on hybrid envi- ronments for learning and teaching Mathematics and Systems Thinking. Page 26.302.1 c American Society for Engineering Education, 2015 Building Bridges between Mathematics and Engineering:Identifying

Conference Session

Mathematics in Transition

Collection

2007 Annual Conference & Exposition

Authors

Anne McClain, University of Alabama-Birmingham; Dale Feldman, University of Alabama-Birmingham; Lee Meadows, University of Alabama Birmingham

Tagged Divisions

Mathematics

Assistant Director of Engineering. May 2005. (Accessed 01/15/2007) http://www.nsf.gov/attachments/104206/public/Final_Workforce.doc[3] Noeth, R. J., Cruce, T., and Harmston, M. T., Maintaining a Strong Engineering Workforce, ACT Policy Report, 2003.[4] Kilpatrick, J., Swafford, J., Findell, B., Adding It Up:Helping Children Learn Mathematics Editors: Mathematics Learning Study Committee, National Research Council. 2001.[5] Principles and Standards for School Mathematics. National Council of Teachers of Mathematics. 2000.[6] Parker, R. “Working Towards Mathematical Power”, A Heinemann Author’s Workshop, 1994.[7] Alabama Course of Study http://www.alsde.edu/html/sections/documents.asp?section=54&sort=3&footer=sections[8

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Stephen Pennell, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts-Lowell; John White, University of Massachusetts-Lowell

Tagged Divisions

Mathematics

voltage E = E0.)b) Show that q approaches a constant value as t → ∞.c) How long does it take q to reach 95% of its limiting value?d) What fraction of its limiting value does q reach after one time constant (t = 1)?4. Response to sinusoidal input.a. Solve the IVP (2) for ε = cos (ω t ) (which corresponds to an input voltageE = E0 cos (ωT / RC ) ).b. Show that the response q from part a contains a transient term qtr that approaches 0 as t → ∞and a steady-state term qss that does not approach 0.c. Express qss in the form qss = D cos (ω t − α ) . (See pages 184 and 185 of the textbook. Yourexpressions for D and α will contain ω .)d. Plot D vs. ω on a loglog plot for 0.01 ≤ ω ≤ 1000 . (Notice that the amplitude of the responsedecreases as ω increases

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kendrick T. Aung, Lamar University; Ryan Underdown, Lamar University; Qin Qian, Lamar University

Tagged Divisions

Mathematics

4% Hispanic 4% (a) (b)Figure 3 Results of demographic survey of students from Dynamic course of (a) spring and (b) summer semesters of 2012 Page 23.1354.10 Class Standing Class Standing 74% 34% Sophomore Sophomore 53